Making Failure Harder Work Than Passing Chemistry seems to inspire a "D" mentality. A significant number of students just want to pass the class, meet their graduation requirement, and do it with as little effort as possible. Take Evelyn, for example, a junior in my chemistry class last term. Evelyn is a bright young lady, but she didn't see chemistry as relevant to her present or future, so she kept her head low, didn't engage in the material, missed about 20 percent of the class, and seemed to target a grade of 60 percent. That was at the beginning of the class. By the end of the term, Evelyn was sitting in the front row, volunteering to demonstrate how to solve problems, and getting frustrated with herself when her final grade in the class was a "B." Evelyn's grade had gone from a 60 percent to an 85 percent, but the real changes that I saw in her were much more rewarding than an improved grade point average. Many students will avoid working hard in a class that they see as challenging because of the risk involved.
Rubrics for Assessment Teachers who integrate technology into student activities and projects often ask us this question - “How do I grade it?” Fundamentally, assessing multimedia activities and projects is no different than evaluating traditional assignments, such as written essays. The primary distinctions between them are the unique features and divergent possibilities associated with their respective medium. For instance, a blog has a unique set of possibilities (such as hypertext, embedded video, interactive imagery, etc) vastly different than those of a notebook (paper and pen notes and drawings within a contained document). The first thing to realize is that you cannot separate the user from the device. iPads, Chromebooks, and tech tools themselves don’t demonstrate great learning; it’s about what students do with the technology that matters.
The Making of an Expert Thirty years ago, two Hungarian educators, László and Klara Polgár, decided to challenge the popular assumption that women don’t succeed in areas requiring spatial thinking, such as chess. They wanted to make a point about the power of education. The Polgárs homeschooled their three daughters, and as part of their education the girls started playing chess with their parents at a very young age. Their systematic training and daily practice paid off. It’s not only assumptions about gender differences in expertise that have started to crumble. So what does correlate with success? Consistently and overwhelmingly, the evidence showed that experts are always made, not born. The journey to truly superior performance is neither for the faint of heart nor for the impatient. Let’s begin our story with a little wine. What Is an Expert? In 1976, a fascinating event referred to as the “Judgment of Paris” took place. Two assumptions were challenged that day. Practice Deliberately Why does this happen?
Focus on the Process and Results Will Follow As I explored the correlation between great coaching and great teaching while interviewing highly successful sports coaches for a book about what teachers can learn from them, a common theme surfaced repeatedly. Several coaches stressed the importance of emphasizing the process rather than the results. This approach may seem counterintuitive, especially given the unprecedented emphasis on testing and performance in education today. However, the process-oriented approach to teaching and learning falls in line nicely with classroom instructional goals such as growth mindset and mastery. Because teachers are generally compliant, they will work diligently to produce the scores and performance that states, districts, and school leadership demand. Perhaps, though, teachers need more leaders who can help emphasize the process in teaching and learning while de-emphasizing the performance. The Problem A Potential Solution Benefits of Emphasizing the Process
Kahoot- Excellent Web Tool for Creating and delivering Quizzes and Surveys to Students July 28, 2014 Kahoot is another great student response system that teachers can use to create and deliver quizzes and surveys to students. Kahoot provides a learning environment that is ideal for engaging students for it incorporates the precepts of both game-based learning and inquiry-based learning. Kahoot allows teachers to create quizzes and surreys that include a wide variety of multimedia elements such as videos, pictures and text. How does it work As a teacher you can create a Kahoot account using a valid email address. Ways to use Kahoot with students There are different ways to use Kahoot in your classroom.
WOOP to and through college Wish What is your most important academic Wish or concern? Pick a Wish that is challenging for you but that you can fulfill. Note your Wish in 3-6 words! Outcome What would be the best thing, the best Outcome about fulfilling your Wish? Note your best Outcome in 3-6 words! Now take a moment and imagine this best Outcome. Obstacle Sometimes things don‘t work out as we would like. Note your main Obstacle in 3-6 words! Now take a moment and imagine your main Obstacle. Plan What can you do to overcome your Obstacle? Think about it: When and where will the obstacle occur the next time? Make the following Plan: If… (Obstacle), Then I will …(action) If... Then... Copyright © 2014 Gabriele Oettingen.
Wire Side Chats: How Can Teachers Develop Students' Motivation -- and Success? What can teachers do to help develop students who will face challenges rather than be overwhelmed by them? Why is it that many students seem to fall apart when they get to junior high or middle school? Can the "gifted" label do more harm than good? Carol S. Dweck shares with Education World readers some of her thoughts about the role of motivation in learning. Education World: Some students are mastery-oriented; they readily seek challenges and pour effort into them. Carol Dweck: This is a really interesting question, and the answer is surprising. This is something that really intrigued me from the beginning. EW: What can teachers do to help develop mastery-oriented students -- students who will face a challenge rather than be overwhelmed by it? Dweck: Students who are mastery-oriented think about learning, not about proving how smart they are. When students fail, teachers should also give feedback about effort or strategies -- what the student did wrong and what he or she could do now.
What is the best way to motivate yourself to study? Grading for Mastery and Redesigning My Gradebook For the last two years, I’ve been increasingly frustrated with the traditional approach to assessing students and reporting grades. I want my students to value learning, not the accumulation of points. Unfortunately, I feel like school is akin to a Pacman game where students are myopically focused on gobbling up points and, as a result, miss the point of learning entirely. Redesigning My Gradebook This year I decided to overhaul my gradebook and assess students based on their mastery of particular skills, also referred to as standards-based grading. Instead of organizing my gradebook using traditional categories (e.g. homework, classwork, projects, tests, and projects), I identified the main skills we would be focusing on developing in this class and used those to create my gradebook categories. Last Year This Year Don’t Grade Everything In the past, students received points for almost every activity they completed in class. Entering Grades in Relation to Specific Skills
Log in to the site Hi! For full access to courses you'll need to take a minute to create a new account for yourself on this web site. Each of the individual courses may also have a one-time "enrolment key", which you won't need until later. Why You Shouldn't Do Your Child's Homework A recent report by the NSW Board of Studies, Teaching and Educational Standards has suggested that parents are helping children cheat by completing their school homework, and has called for this issue to be addressed. But does helping your child with homework hinder their progress? The answer to this question is not simple. For example, are you motivated to help your child because you are worried they will fail, or how their performance might reflect upon you? If you answered yes to any of the above, I’m afraid you are not helping, you are hindering their progress. What type of person are you? Psychologists break down goals into two very broad categories: performance motivated versus mastery motivated. People who are performance motivated are all about outcome; those who are mastery oriented are interested in what can be learned from the journey rather than the destination. They fixate on a goal and go all out to achieve it. Failure is part of the learning process
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